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Leader

Tom Yonge – Leadership Teacher and Speaker at Edmonton Public Schools

Tom Yonge - Leadership Teacher and Speaker at Edmonton Public Schools
About Tom Yonge

Tom Yonge (@TomYonge) is the Department head of Leadership at Strathcona High School in Edmonton, AB.  The heart of his leadership model is service work and in the last 12 years, the program has raised over $3.5 million dollars for local and global charitable organizations.  Through these initiatives, the students have learned important life lessons and the emotional reward of giving back.  

Connect with Tom: Email | Instagram | Linkedin | Twitter

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Bachelor in Physical Education Program at University of Alberta

Strathcona High School Website

Think and Grow Rich by Napoleon Hill

Catch Them Being Good: Everything You Need to Know to Successfully Coach Girls

The Power of Moments by the Health Brothers

Canadian Student Leadership Association (CSLA)

Canadian Student Leadership Conference (CSLC)

Alberta Association of Students’ Councils and Advisors (AASCA)

Alberta Student Leadership Summit (ASLS)

Leadership Retreat Ideas

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. I’m super excited about today’s interview. Our guest is Tom Yonge. He is a leadership teacher, speaker, and workshop facilitator at Edmonton public schools. He has such a diverse experience working within leadership and within schools. Currently he is a department head of student activities and leadership programs at a high school in Edmonton, Alberta.


Sam Demma (01:06):
He’s also a storyteller who honed his craft chirping teammates in hockey dressing rooms and having heart to heart conversations around the campfire and by sharing his passion for student activities in leadership class. He’s spoken in front of different crowds and, and different conferences before he has a bachelor in PE and education combined degree program from the university of Alberta, but he brings so much wisdom and ideas to the table during our conversation today. It’s a pretty long one, so I hope you enjoy it. There’s tons of ideas to take down, so don’t get overwhelmed. But have a note, have a sheet of paper and a pen and be sure to write some things down. I will see you on the other side, enjoy today’s conversation with Tom. Tom, thank you so much for coming on the High Performing Educator podcast. Huge pleasure to have you on this show. Why don’t you start by introducing yourself and sharing a little bit behind the reason why you got involved in education?


Tom Yonge (02:02):
All right. Well, first of all, Sam, it’s a pleasure to be here. Congratulations on your podcast and speaking. I’ve really enjoyed listening to a lot of your episodes and this is a, an honor to be here. But maybe before we start Sam, I wanna wish you a happy Wolf Wednesday. I don’t know when this is gonna be released Sam, but I’m you can tell viewers, can’t see at home, I’m wearing a, an, an awesomely tacky wolf shirt right now. and this is one of a roster of almost 52. Years ago. I I was in a, I had a young advisor, leadership teacher and I had this Vice Principal named Tom Davy and he’s from South Africa and he has an accent and he’s just a, just a beauty of guy, probably one of the best administrators I’ve ever worked with. But we differed in one thing and that was dress code.


Tom Yonge (02:48):
Tom was the kind of guy who was like you dress up in suit and tie every day and he was pushing to have like formal days, like not like touch of class formal days, but like teachers just, you know, pick up your game kind of thing. And I was all about casual Fridays. And so this got on the faculty council, like department head agenda, and it was on a Wednesday that we’re having this meeting. So I showed up with my tacky you know, gas station Wolf shirt, and he was at the gas. He’s just like, he’s like “Thomas Young! What are you wearing to a professional, you know, meeting!?” And I, I said, Hey, Tom, I’m in charge of, of leadership and student activities and just like pajama days now, every single day is maybe Wolf Wednesday and he just kinda shook his head and we agreed to disagree.


Tom Yonge (03:27):
And it’s kind of became a it’s it’s, I’m controlling the world by wearing these tacky Wolf shirts on Wednesdays, but it’s actually became a thing. And, and kids sometimes will, you know, give us a gifts after writing reference letters or at the end of this school year. And I’m collecting as many terrible wolf shirts as I possibly can believe it or not. It’s actually a lot of fun. And when, when I actually dive a little bit deeper, there’s actually some symbolism there that goes back to original question about why I got into teaching. And that actually is community and the metaphor of the wolf pack and the dignity and having to survive and face the harsh elements you know, is actually symbolic for, or, you know, my, my group of friends outside of school and, and also the mentality that I want my my class to have. So there’s a little bit of a little bit of realness underneath the trolling, but very also out there it’s like wearing a Hawaiian shirt, but it’s a woo shirt and this makes, you know, hump day on Wednesday that much better.


Sam Demma (04:17):
I love that, man. That’s so good. I, I can’t say the I’ve had a teacher that had something like that similar, so that’s awesome. Yeah. You know, you mentioned that this educator, Tom was one of the most phenomenal educators you ever had, but the one difference was your dress code. Yeah. What were the similarities, what were the things that he did that had such a huge impact on you when you look back at and reflect on how he taught now?


Tom Yonge (04:42):
Well, I’m so glad you’re asking this because I’d like him to hear this. And I think I I’ve mentioned it to him in person, but it’s, it’s nice be able to do this on the larger platform. I’ve never met someone who had a, a bigger heart for teaching. Wow. And would give more of himself to anyone in the school. And I said, he’s one of the best administrators. And I mean that because he help, not just myself and my leadership department, he’d be there to help. Absolutely everyone. He held everyone to a high standard, he would open doors. And if he felt that you were doing right by kids he had your back and, you know, he is kinda guy who actually had your back regardless which that’s another layer of, of why he’s such a phenomenal mentor to me. And so I was actually lucky enough to coach his son as a student teacher in my practicum.


Tom Yonge (05:26):
And I was I coached the, the, the Jasper place rebels team to a one and seven record league play. We lost all seven games, but we had the best team spirit you’ve ever seen. And it was after that, that you know, he approached me at the end of the season. He said it, you know, I, I’m actually a vice principal and I’ve been watching this whole season. And I just think that you’re, you found the right profession, you found the right vocation and maybe our paths will cross. And he kind of smirked as he left. And then years later I got a phone call saying, there’s this, this job you know, opening at, at strap Kona school, which he happened to be the vice principal of. And then we got to work together and we worked together until his retirement. And yeah, I just, you know, we’re so lucky to have people like that in our lives, who open doors and then support you and develop you and, and ask good questions. And that’s what Tom, Dave did. He’d always be asking good questions. And sometimes it was challenging coming up with good, but he sharpened sharpened us to be the, the best versions of ourselves. So I eternally grateful for Tom DVY.


Sam Demma (06:22):
What does holding you to a high standard mean? Like when you say he held you and I assume all the staff to a high standard, what does that look like? Was that his expectations or, or how did he display that to all of you?


Tom Yonge (06:38):
Well, for a couple reasons, one, he’s the type of person lead by example, you know he’s he would be there on evenings and weekends and whether it was my events or it was his work, he, you know, he’s not one of those people who’s asking you to work hard and then, you know, is leaving the parking lot at four o’clock got it. And so we knew that he was working as, as he could to build the, to do his part and his portfolio. But when I say also high standard it was through conversation and questions whether it was casually in the hallway, dipping into our classroom, or having us have a, in a conversation in his office, he would just keep on digging deeper and trying to ask us if we understood the meaning of the thing that we had planned. Hmm.


Tom Yonge (07:18):
And sometimes it would twist my brain up and the meetings would go on. They, they would take some time, but that was, he loved talking teaching and he loved talking life. And so that’s what I kind of mean by that is that when I say high standard, it wasn’t good enough just to go execute an event or teach a good lesson. He wanted you just to ring every drop of knowledge and takeaway from that experience. And he was gonna make sure that you did. Hmm. And that’s you know, and that’s what we tried to now kind of also emulate for our students.


Sam Demma (07:47):
I had a teacher Mike loud foot who changed my life and he taught me this idea that your self worth doesn’t come from your talent, skills, and abilities. But from two decisions, you make one to be of service to others. And two, every single day to give a hundred percent of your effort to whatever it is that you’re doing. And the reason he taught me those things was because he thought that even if the result didn’t go the way you expected it to be, or the event you planned flopped, if you knew you gave a hundred percent of your effort, you could look at the mirror at the end of your day. At the end of the night, a I’m still proud of myself for giving all my effort and energy into this project, despite what happened. And that sounds very similar to what, you know, your admin Tom kind of lives by. Did, did the discrepancy in dressing in shirts ever get resolved over the years?


Tom Yonge (08:35):
no, I think we kind of agreed to disagree. I think you know, he gets a chuckle at me now. He’s, he’s no longer working at the school and every once in a while, every once in a while, I’ll throw on a tie and it’s, and I’ll what I’m doing is I’m just gonna tipping my hat to Tom Davey. And I, I think of this is this story I just told you there, as goofy as it was, is something that I’ll, I’ll definitely relish as I get onto my more senior years of teaching.


Sam Demma (09:00):
I love that. That’s awesome. And so if we go, even back before you got involved and became a teacher I know you played hockey. I know you developed your speaking skills by chirping other players in the dressing rooms. , I’m curious to Melville at what moment in your young adulthood, your adolescents, did you say, I wanna be an educator. I wanna be a teacher. And how did that unfold for you?


Tom Yonge (09:22):
Alrighty. Well, I’ll try to get this as quick as I can to you because, you know, we don’t that much time I could go on, I could go on and, and get into a storytelling mode, but I I’ll keep it quick. I was actually origin gonna go, go into business. And I was in high school. I had all my, my choices chosen for, or, you know, I was gonna go grant McCuen. I was hoping to, you know, play for the college hockey team if I made it. And that was the plan. I was, I was going that route. I was literally the last two weeks of school of I was in a Fette 30 class and we had another school partner with us and we have a swimming pool attached to our, our school and our campus.


Tom Yonge (09:53):
And we were teaching these students with special needs, how to swim. And I was placed with a kid who had an extreme phobia of water. And I met him in the change room and he had two aide trying to pry his hands off the lockers while he was screaming. And he was just this little guy, but he was strong and he did not wanna make the walk even to the pool. And that’s where we started. It was just, just screams. And over the course, that two weeks, we just made incremental little changes of little growth. And I remember at one point I, I got him in the water and he was wearing two water wings per arm and leg, and two life jackets. Like he wasn’t even wet, like he was floating onto quotation and he was screaming at the top of his lungs, just yelling, screaming.


Tom Yonge (10:35):
At one point I got right over top of him. I looked in the eye and I said, Christian, are you okay? And he paused for a second mid scream. And he said, I’m okay, Tom. Ah, and he went back to screaming again, and I know by the end of the two weeks he was comfortable enough in the shower and that he could actually hold onto the, the rail outside of the pool and just and be wet. And in addition, he learned to catch a ball and his mom came on that last day and we, which I described this as what I call my first teaching moment. Mm. It was so powerful. Like I left that day and I, I went when I, I went home and I told my parents what had happened. And I dropped out of all my business program courses.


Tom Yonge (11:17):
I changed the direction of my career. Wow. And I enrolled in education. Well actually Fyed, I went to Fyed first at the university of Alberta. But I was thinking I wanted to do something now more with people and maybe less with business, but I was still kind of caught because I, up until this point, I also had an interest in being an outdoor guide. So it was my love of adventure, which I still love today. And I think teaching leadership is absolutely an adventure that I, I thought, you know, maybe my teaching won’t be in the typical classroom, it’ll be in the outdoor classroom and I’ll take people on canoe trips on the Nhan river or back country trips, you know, whether it’s skiing or, or hiking. Cause that was my other passion outside of sports. So I kind of went into the Fyed realm thinking, you know, I might be able to specialize in, in that, in that area.


Tom Yonge (12:02):
And while I was in university, I got coaching a junior high girls volleyball team, nice at the junior high, close to my house cause they needed someone. They needed someone. And I knew that I wanted happy to experience working with kids. So I said, sign me up. And I got to, to work with the Mustangs and junior high volleyball, as you probably know, Sam. I know you’ve played a lot of sports as well. You know, kids haven’t really like, they’re not as coordinated as they are, as they get older yet they haven’t grown into their bodies and volleyball’s a tough sports team sport. And typically it’s not skill that wins at the junior high level. It’s the, you have to get the basics down, you have to move as a unit and you have to be able to feel that trust on the team that they got your back.


Tom Yonge (12:43):
So you just can simply get balls in and not make mistakes. In fact, you can pretty much, you know, have a winning record by just playing a very basic game, but getting the ball back mm-hmm . And what I learned in my, my first few years, while I was doing my PHys ED degree was that we didn’t have the best team. We certainly didn’t have the tallest girls. We weren’t the most talented, but we were able to get that group moving as a unit on the court. And more importantly, I noticed that that group being hand moving as a unit off the court and into the hallways and after school, and many of them went on to still have life, life, life, own relationships. And that teaching moment number two was I loved coaching mm-hmm and there was that point. I was like, wait a second.


Tom Yonge (13:21):
Maybe clearly I’m not a good coach. You know, based on the Tom D and Sean Davies story. So I love coaching whether, regardless of the record, but I love the team aspect of it. And so then I know I was thinking maybe I don’t wanna always to be outside taking people, you know, on trips, maybe like I need to take my love of people and team and move that into the classroom. Hence the education degree, fast forward, a few years, an opportunity opened up to, to teach leadership. And I saw that as like, this is my gymnasium. This is like where I can actually build team every single day, myself and my colleague Jane Grant, who I think you might wanna talk up to at some point we’re the coaches and the, the students are the players. And each class that we have is a team and we have a season and our job is to peak until we get to that last day of, of leadership for that year. And that’s our Stanley cup, that’s our championship game where we get to look back and be like, whoa, look, how far became the season? And just like earn a hard goodbye. And like, because that’s time well spent. And so that’s what I’m, I’ve been addicted to, to building team. And I, that’s my nutshell story. That’s my arc.


Sam Demma (14:28):
Oh man. I love that. That’s so awesome. So many ideas came out of it. You know, you talked about that split moment decision that you out of the business courses and totally changed your direction. Jim, Jim Rowan business philosopher passed away. Now always used to say, you know, you can’t change your destination overnight, but you can definitely change the direction. And that’s exactly what you did in that moment where you dropped all your business courses and shifted into education, which I think is so cool. Secondly, you talked about at the junior high level, you know, it’s not about being the players that spike the balls. It’s just about the fundamentals and basics. Earlier today, I actually interviewed Alan Stein Jr. Who’s well known the basketball community. He actually coached Kobe Bryant, Kevin Durant Steph Curry. And he told me that the one thing he recognized watching these players play was that they were obsessed with the fundamentals. It was the fundamentals and obsession over becoming so flawless and perfect with the fundamentals that led to their awesome performance. I’m curious to know, from your perspective, what do you think are the fundamentals of making sure students feel heard, seen, valued and appreciated? Like what do as educators? What are the fundamentals to make sure a student feels like seen, heard and appreciated in a classroom?


Tom Yonge (15:49):
Well, I think you, you actually just nailed the, a bunch of, of the fundamentals through your question. They have to give each other the opportunity to feel seen and heard and connected. So one of the words that we tell the students on the very first day of school is that we will be relentless. We will not give up. We will hold you to account that you will come to this class to be the best version of yourself in hopes that that will be reflected in others. Mm. And these are, and therefore you got get used to, we call ’em just our norms, which is basically our fundamentals, but that is phones are, are not on like, we, you, we don’t see phones in our room. It’s, it’s a no phone zone. If you wanna. And if, and if that’s a problem, then you, you’re probably not gonna you know, have a great experience here.


Tom Yonge (16:35):
Yeah. We might get the odd break or something where where, you know, kids can, can be on their phone. So it’s not like it’s, it’s that militant, but the philosophy is the moment you walk in our door, like, and it’s like, like you’ve passed the door frame you’re on. And you have a responsibility to look around and make eye contact and say hi to people. We always have a do now on the, on the screen or the whiteboard and like, and this sounds so, like, I’m not giving anything wise here. Like, I don’t remember learning about, do nows in, in university, but we try to get really creative with them. And basically it’s not, it’s, it’s an activity that is not teacher led. You can like, the materials will be out if needed. It could be a big group, small group, a pair, an individual thing.


Tom Yonge (17:17):
And the goal is that it sets the tone of the class. It’s the appetizer before the main course, we, a few years ago, I noticed that our class was really good when Jane and I were running it, like they bought into like, we’ve got our redemption and I Clapp once clapped twice, they knew the routines. They nice. They knew how to say, like, we, we, we always say like, hi everybody. And then they all in Houston say hi, like Mr. Young Heman grant. And, and they have to match our intonation and our expression and our energy and actions. If we do it, they’re bought into all those routines. But we noticed the areas where, where they were kind of struggling with the, in between the break time, the after class, the, before class started, where they put their bags away. That’s where we would see that clicky behavior that, that, you know, divisiveness of, of that we don’t wanna see in our community or on our team.


Tom Yonge (18:02):
And for us, our reflection was, this is really where they are at. And this is where they’re at when they leave here to get into the whole away. So we are gonna make sure that every kid is, feels seen and heard because they’re gonna be encouraged due. So from the moment they walk in, and another thing that Jane and I do is every single time someone comes into our class, this is again, not wisdom, but it’s simple truth. We say, we leave by example and we’re at the door. And we say, hi, and no one leaves that. And no one leaves the classroom without saying, without passing us and getting a hello and eye contact. And I used to always give high fives. I was really sad when COVID happened, because I’d have all these fancy high fives of different kids are just like, you know, just, you know, classic.


Tom Yonge (18:42):
Right. But it was like my little way of saying, I may have not called on you today. We may have not had a conversation, but I’m looking you in the eye right now. And I see you here. Appreciate you being here. Thanks for taking my class. And I hope that you have a, a better day now that we’ve spent time together, moving forward, high five, boom, see you tomorrow. And so that was tough with COVID, but we kind of, I’ve kind of realized that it really never was about the skin contact. And by the way, I haven’t been sick yet this year. So maybe less terms is not the worst, but it, but what it is a about is the eye contact and that little connection. And so we’re encouraging kids to do it. We wanna lead by example, and I think we’ve seen really good results.


Tom Yonge (19:17):
So it’s been really, really neat just watching the, the class. I’ll give you one example quickly, Sam, if I could give as many as you want we, we have all sorts of of, of activities. It could be like, you know, sanitize your hands and keep a balloon in the air sanitizer. Don’t touch your face, sanitize your hands. It could be something as simple as that. And every time you get into a group of six and you split into three and you always bring people in, it could, that could be an example of a very simple do. Now here’s the simplest one, but it was really cute. And it was, and, and kind of challenging. It was put your bags down, sanitize your hands and say hi to the person who comes in next. And so they would read the door, but they they’d read.


Tom Yonge (19:53):
Then you’d have to go find that person and say hi. And then the two of them would say hi to the next person, which became three. And I, I was expecting just a whole bunch of one-on-one hellos and it turned into a gauntlet and it, and then now everyone everyone’s walking in and they’re getting, you know, 35 highs, they would say, hi, hi, high, high, going all the way down the line. And it wasn’t what we expected. But then kids wrote, you know, on one of their early, like, you know, week or two week into the quarter in, you know, surveys, they said, that was really cool. They’re like, that’s the moment that I knew that, that our class had got to a point where we felt trust and we felt connection. And so yeah, I think providing opportunities for our norms to become authentic experiences. That’s my, to answer


Sam Demma (20:32):
Love that. And you just mentioned something that I think is a foundational piece of building a, a team, whether it’s a team of students, a team of athletes, which is trust, and you’re someone who’s obsessed with teams, you’ve, you’ve played on sports teams, you build teams of students and you coach teams. What do you think are the, the foundation or the fundamentals of a team in terms of characteristics?


Tom Yonge (20:56):
Yeah, it’s a good question. I think number one is that people have to feel on the team. I don’t mean that make that, and that’s very different than making the roster. You can make the roster, but not feel a on the team. And, you know, especially at elite level sports, I mean, you can be on the roster, but you might be a bench player. Yeah. And you know, you, you, you might be able to wear the Jersey, but you know, people kind of know who the starting lineup is. So when I bring it, whether it’s a sport metaphor or it’s a class metaphor, it’s not enough just to be there. You’ve gotta feel that you’re, you’re connected. And, and so I think that’s really I into, on, on a few things. I mean, I think the, the, the teacher plays a role, but I think it’s also making sure that you have students who, whether they do it on their own or through a nudge take on responsibility to make sure that they know everyone else needs to feel, feel included.


Tom Yonge (21:43):
So we talked about trust and then other big thing that there I would say is inclusion and that, and also feeling valued. And so I usually try to find a couple kids who I know have that confidence. So, and I’ll pull ’em aside and I’ll be able to give them some positive affirmation, say, Hey, I just noticed what you did there today. You went over and talked to so, and so last year, I’m not sure I saw that many people talking to, so and so, and I just I’m seeing, so, and so’s eyes are lit right now, what you just did was awesome. That is what we’re looking for now, without saying anything. Do you think that you could go a good compliment to someone else next time you see them doing something like that for someone else? And it just becomes a chain reaction.


Tom Yonge (22:20):
And and I, I think that’s you know, know COVID has certainly changed a lot of things and a really changed a lot of things of how our school runs. We’re a event, heavy school, and we do massive campaigns and bikes and, and things. And we all that had to had to stop. And we had to kind of re refocus and bring it right back to what brought us to the dance mm-hmm . And that was the original thing was building team under getting to understand each other’s stories, you know, to feel the range of emotions. I mean, you know, from being at a, being a speaker yourself, whether it’s at a conference or whether it’s on a camping trip, like a retreat, you wanna laugh and you wanna have moments where you can get so real that you cry, but it’s not like sorrow cry. It’s like, I just feel good cause I’m alive and I’m connected to people cry. And and I think when you, when you do all that, then people, they feel part of that team.


Sam Demma (23:06):
That’s so awesome. There’s an awesome book. If you have an already read it, you should check it out. I think you would love it personally. It’s called catch them doing good or catch them when they’re doing good, something along those lines. And the basic idea is our instinct is to correct people, you know, when they do the wrong thing, correct. That behavior in sports it’s Hey, Jessica, make sure your knee is over the ball. When you kick the, a soccer ball or else it’s gonna go over the soccer net or, you know, make sure that your arms are fully inverted when you bump the volleyball or else it’s gonna go right. Or left. Yeah. The whole premise of this book though says, if you actually just encourage the correct behavior, no one feels like they did a bad job. And in fact, when you correct the, when you, when you heighten or put a spotlight on the correct behavior, everyone around sees you highlighting the correct behavior and subconsciously says, wow, that’s the right thing to do. I will adjust my behavior to fit that as well. And it’s such a powerful tool. So I would, I would assume that the way that you praised that one student’s behavior to compliment another student could even lead to everyone else, assuming, wow, this is the right thing to do. We should all compliment each other and would have a huge impact. So that’s awesome. I think you would, you should definitely check out that book if you haven’t heard it before, but I think you would really like it.


Tom Yonge (24:23):
I, and I’m gonna check it out. I appreciate the record. Yeah.


Sam Demma (24:26):
And I thought it was awesome. In your years teaching, and in your years doing leadership, you talked about a couple activities or exercises. What are some of the events you’ve run or things you’ve done that the students really enjoyed that you think someone else listening might also benefit from learning about?


Tom Yonge (24:42):
Woo. There’s so many things to so many directions to go. Yeah. okay. Well, I’ll try to just touch on, on a couple different ones. I I’d like, I love how you talked about your mentor and I know work that you’ve done. This is involved service. I know whether it’s, you know, you know, getting, you know, rallying people to clean up the community, you know, through garbage or what have you. I truly, you know, love service. I love being part of it. I love encouraging others too and doing it for the right reasons. I really love your, your podcast with Sarah Dre. Who’s a friend of mine in her project equal and and just how she gets people in regular core classes. Like you’re in a core class. You’re my, you’re my students you’re serving. Yeah. And I just, I just love that then, and know our motto at our school is as one who serves and I can common out in a lot of different ways.


Tom Yonge (25:27):
We’ve done a lot of really big fundraisers. We, we normally have this thing called the annual SCO initiative which is basically a full year of planning, but it, you know, it’s a campaign that’s usually launched in December and culminates in March for the greater population, but the planning’s happening around the clock with our, with the core of our grade 12 leadership, 35 class. And it ends in this massive 1200 person bikeathon that has just events happening at all times, but that’s something that’s, so that that’s really big. It’s really big inate and it’s not necessarily something that, you know, everybody can do, but you know, some people do walkathons or, you know, relay for life. And so there are ones that are out there, like the, the big ones. One of the things that that I, I would like to, to just suggest is a classic just retreat where it’s not necessarily going.


Tom Yonge (26:14):
I mean, by the way, if you can go to the horizon conference, if you can go to CSLC CSLC, if you can do, I’ll go to your provincial leadership. Yes, absolutely do that. That’s where I cut my teeth. That’s where I’ve learned. Thank you to all my mentors. Thank you all my community of friends who’ve ideas over the years, but I, I really think that one of the most simple things you can do when it comes back to building team is carving time with your class to have a little retreat. And now it’s really tough in, in COVID. And so we normally take our, our grade twelves on camping on the very first weekend of school. And they’re still looking forward to that. Cause we, we plant seeds since they’re in grade 10, about what a great time it’s gonna be. And so what this year we did, we did all the activities that we would do at the retreat, but in class time.


Tom Yonge (26:55):
And luckily it was in September and we could go outside and, and be out and, and, and do things safely. But we were able to experience a lot of the magic that had happens. But what the idea of the, of a, of a retreat is that it’s, you are retreating from your normal space and therefore the norms of how we interact in our environment and are, are, are changing. And that’s why we tend to have memories when we go camping. Cuz we talk a little bit differently when we’re sitting around the campfire, looking up at the stars, contemplating our lives. And we are now that we’re exchanging books. One of my favorite authors is Heath and Heath Heath and Heath brothers. And they have a book called the power of moments and they talk about creating experiences of, of, of a elation to elevate, sorry.


Tom Yonge (27:36):
And I think when we intentionally, as teachers create moments that make memories that also cements relationships to last longer. And so I think that a retreat could even be a two hour after school activity. That’s focused on team building done in the soccer field, outside of your school, but done early in the year. The, the value we get from investing our time early is pays dividends throughout the rest of the year. And I think any school can do that. And I think you can do it with a very little budget just by, and many people with with experience probably already doing that. And then that leads to a larger retreat. We, we call word, call Theone Lords, we call it JLo, get your, get your Lord on is the idea that, and that’s kind of like a day of it’s.


Tom Yonge (28:23):
It was originally model after a day of like Canadian student leadership conference or an Alberta student leadership conference. That’s kind of where it started, but it’s truly transformed to a completely student led thing. Now it’s a retreat for everybody in the leadership program and friends. And that’s why and, and so it’s usually, but a four or 500 person event which is big, but it’s not like bikeathon big and it allows them kids to practice like learning and leading and figuring out who’s gonna be on what committee and you know, everything from serving food to being on stage to running a wild scavenger hunt all over white avenue, which is kinda like your Yonge street. If you’re in Toronto, you’re in Toronto area, are you right Sam? Yeah. Yeah. And so, and it’s it’s, it’s been really cool. So I think there’s a range of, of a small, middle and big activities you could do. And I could probably give you more specific things that we do at any of them, this podcast or another one. But I, I think it’s really important to be intentional and take that time cuz it builds community in your class and your school.


Sam Demma (29:22):
And I agree that doing it early is, is best, you know, better. It’s better than doing it later. You know, you can look at the analogy of planting a seed in the garden, you plant it in the spring before the summer, you’re gonna have huge harvest. You know, if you wait to plant that seed in the middle of the summer, you might not get a tomato. Right? Like my, my N would come and hit me, my grandmother, if I tried to plant tomatoes in the middle of the summer, you know, . Yeah. and I think it’s the same with, with leadership activities. The sooner you can build that trust within a class, the more they’ll flourish together throughout the year. I’m curious in all the years you’ve been teaching, I would assume that there’s been moments where you’ve literally witnessed students, transform. A lot of teachers tell me that sometimes you don’t see the transformation.


Sam Demma (30:03):
Sometimes the seed gets planted and it gets watered for the four years. You have a student or the couple of months you have a student and then 20 years later they might come back and thank you. Or you may never hear from them, but your guidance and mentorship still had an impact. But have you witnessed any student transformations just to the, the appreciation and love of a caring educator and adult that has changed their students life? And the reason I’m asking is because I think at the core of education, when I ask, you know, why did most people get into this work? They say it’s because they have a passion for helping young people and coaching young people and mentoring young people. And some educators right now through COVID might be teaching virtually from home might be really struggling and sharing a, a story about a student who transformed might remind them why this works so important. Do any stories come to mind? And if it’s very personal, you can change a name. Yeah.


Tom Yonge (30:54):
Oh man. There’s so many stories that come to mind. Sam, that’s the beauty of the work that we do is that we get to be part of these stories. One of the things that I, I love about teaching junior high or high school kids is that a they’re they have a sense of humor. They’re creative. They don’t take life so seriously yet. But they’re also resilient as I’ve found through COVID and we it’s a, it’s a really, it’s a privilege to be part of their lives at such a formative time. And, and some of them, some of my, some of my best do have not had the greatest home lives. And maybe that’s part of the reason they wanna spend so much more time in a, more of a, I guess, a loving community or a room or space with other people.


Tom Yonge (31:32):
And others have come from F fantastic families. And it’s a little bit more like the rubiks cube that Phil Phil boy talks about where, you know, they’re already on a great path. And by being in our leadership program, we can just give ’em a few extra tools and they’re gonna, they’re gonna go out and just have a fantastic, you know, career in life, outside of, you know, the time that they spend with us. I guess I’ll tell you that in the, the quickest version, when I think of truly transformational and, and there’s, there’s, there’s so many, but my very UNT I can take back from my very first year at, at SCON and or my very first year having a grade 12, like this is my second year at school, first year having a grade 12 leadership class and this kid got put in there.


Tom Yonge (32:11):
And just cause I, I haven’t had a chance to talk to him in, in a couple years. I’ll, I’ll use a different name from now. His name is I’ll call him Braden. Braden was known for, or I think at the time he had the record for most skip classes of any student that ever came through or school. And had a few bad habits as well along the way, but on the very first day of school, we did this thing called hot dog tag, where I just wanna get them moving. You’ve probably seen it. You know, one person stands in the middle, two people on either side, few people that are it, few people running around and someone joins your trio. The other guy got a run. And then I turn that into a name game and they can say hi.


Tom Yonge (32:43):
And I, I normally do this outside now for anyone else who’s watching because of what happened. But I was doing it inside and the room I was teaching and also was like our trophy case room. And at one point he was going really hard and he hopped up and he actually sprinted across four tables and he did a triple flip off the end table, went flying through the air. He rotated three times, tried to land, but missed and some salted into the display case. And, and I just saw like, like, like a lawsuit coming right away. Cause he’s, he’s going cracked right into the glass. Everything shook, trophies fell. Luckily the glass didn’t break. If it did, it would, would’ve showered upon him and that other people were around and I just flipped. And I just went into like, like assertive mode and I was like, Braden, like, what the heck are you doing?


Tom Yonge (33:28):
Like just kind of, and I just like, and he looked at me after you just having so much fun in the class. And he flipped me the bird. And he just flipped me the bur. And I think he, he might had a couple choice and he told me where to go and Audi and Audi walked and I was like, Ugh, like that’s the worst? Start to a team building experience, worst start to a school year. Like what could I possibly do? And I, I thought, well, he’s gone. They gave, they, you know, they, they tried, they tried, they put him in my class. They thought maybe this would be a good fit. Didn’t work. He’s gone comes by after school. And he’s standing in the doorway. He doesn’t wanna say too much. And I’m like, do you wanna talk? And he was just, he was really non-verbal and, and I just said like, listen, I lost my temper there.


Tom Yonge (34:07):
When I, when I got upset with you, I thought you were gonna like hurt yourself or hurt somebody else. But tell me, where did you learn to do that flip? And he is like, and you wouldn’t say too much. He’s like, I’m a trampoline and Tumblr, like I got, this is what I do. Like, like I, this is the one, the one thing that’s going, that’s going well is, is, is I, I, I have this skillset. And I was like, I would love to see that skillset that, you know, perform sometime on stage, like at a pep rally or, or something. Cuz that’s pretty cool if you wanna come back tomorrow. This incident is behind me as far as I’m concerned. But I’ll let you think about it. And he left that. He came back the next day and he kept coming back.


Tom Yonge (34:41):
And this is our first time planning, one of our big, you know, S Scona initiatives trying to, you know, raise money. And we had no clue what we were doing. We were, we are nickling and di our way to try to raise, you know, $15,000, we were kind of classic school, build a school somewhere else kind of thing. And we never had done a live launch in front the whole school before, but you know, we took a moment of, of, of a pep rally to take 15 minutes to talk about this. And we weekly leading up to it. Everyone’s getting super stressed out. We weren’t sure how to tell the story. We weren’t trying to make it relatable kids. Like, you know, 1500 kids getting outta class mostly are just happy to be outta class. They’re not ready to listen. And you know, especially when it’s a pep rally, all is fun stuff.


Tom Yonge (35:19):
And now we want them to get serious and talk about kids who are living in paw somewhere else who want a chance to read. And we called it to spread the word campaign. And while all the kids were getting at each other, like three days out, he eventually at one point he was just like, stop. He’s like stop. And we’re just like what? Because mostly, mostly just sitting there and he is like, listen. And he told us about where he grew up. And he told us about what had had what, some of the, the issues in his family and the community that it’s a rough, rough place, different city. He won’t get into it just for privacy’s sake. And he is like the kids that we’re trying to help, you know, a lot of them had had worse off than I did. He’s like, he, like, we gotta stop.


Tom Yonge (35:57):
Like we’re losing, we’re losing, we’re losing sight of, of what this is all about. Like, why are we here? Like, what’s our purpose? And he’s just like, and when he told his story and it was really personal, like everyone just was like, Teeter’s rolling down to the, down, down the face. And he came back like a few days later and he had a poem. And he’s like, I think I’d like to read this on stage. And, and so we got up and, you know, we got to this moment and all of a sudden the guy pretty much has never been to a pep rally cause he skipped every single one prior to this is the guy who has the light shining on him. And, and yeah, I, I don’t, I almost, I almost have bit memorized still, but I I don’t know if I, if I can do it quite, quite, quite right.


Tom Yonge (36:43):
But bottom line is this. I can, I can save, save that cause I don’t wanna, I don’t wanna butcher his words, but I still still remember it. So crystal clear, but he went off and he, and he basically did his spoken word poetry and the whole Jim just went silent and they were focused on every word he said, and that it was called to spread the word campaign. And we’d asked every kid in the school prior to write a powerful word on their hand before they got there and they didn’t know why. And when he was done, they, they, you know, he asked everyone just to kind of raise their hands. And we took the spotlights that were on the, on the stage. And we turned them out just to illuminate the audience and of a sudden 1500 hands in the raise high with words like, like hope and dreams and, and care and love.


Tom Yonge (37:25):
And like, he’s got this massive standing ovation and it’s like, right then I knew like we had it and that we were gonna be able to be successful in that first campaign. And that first campaign was called, you know, you know, the campaign, it became the annual SCON initiative and we’ve been doing this, this ever since. And he went on to do really good things. And I believe at one point, I don’t know if it was like fully working with, with CTA slay. But he was, he took his, his skills elsewhere, but my first thought he’d be on stage doing flips instead, he, he, he opened up his heart. And that that’s a story that will probably always dig with me.


Sam Demma (38:02):
Wow, man, I have goosebumps under my sweater. that was such a good story. I, I know, I know of another speaker named Josh and he always says that, you know, a kid’s most brilliant trait sometimes first makes its appearance through an annoyance. Right? Yeah. And I think this is perfect example of that, of that principle and story and how, you know, the love of a caring adult, the appreciation of a caring adult can turn that annoyance into some magnificent thing. And not that it was directly a result of just yourself, but it’s true. Educators change lives, you know? And that’s a phenomenal, that’s a phenomenal story. I still have goosebumps.


Tom Yonge (38:44):
No, I mean, and that’s the thing. It really, I, I think it rarely is about, about the educator. I think our job is to provide the opportunities. Yep. And oftentimes we’re just as, as surprised as, as anyone else would with what happens. Like I, I can take out to zero credit for that because I was the blind leading the blind that year. And actually for my many first years of teaching leadership, I really had no clue. In fact, a lot of my best activities that I’ve kept from the early years literally came out of kids saying things like Mr. Young, no offense, but we can tell that you’re not actually really ready for the next couple months. So could we do this? And they come up with an idea and I, yeah, that sounds like a good idea. And, and then, so they, weren’t a lot of the best stuff that I have, like didn’t come from me, but then I learned what did work.


Tom Yonge (39:21):
And you know, we follow the experiential learning model, which is not just learning from doing, but learning from reflection upon doing. And that’s, that’s really what we drive the kids. So we never do an event or even an Energizer or an activity without talking about the purpose or the metaphor or the, that can come out of it. I think that is like the, the real key is, is to, to extract meaning. And that goes back to Tom D if you wanna go full circle is you’ve, you’ve gotta reflect to be able to to move forward. And so the students were, were the ones that have often shown me the road and I’ve been happy to, to drive along on the bus with them.


Sam Demma (39:54):
Last final reflection question. you talked about your first few years of education. If you could go back in time and speak to your younger self, what your, in your first, second year of teaching, what advice would you give knowing what you know now?


Tom Yonge (40:10):
Ooh, that’s a good question. Wow. Well, first of all, I’d probably say you know, embrace every moment, cause it goes quick. Mm-Hmm , you know, it it’s, it’s, it’s a wild ride. I think one of the, the, maybe, I dunno if it was a mistake or things that almost drove me to a point of burnout early on is I tried to do too much myself. I tried to carry the load and I always pride myself from being a guy doesn’t need much sleep and have a boundless energy. I mean, my mom grew up on a farm and you, you went to bed late and you woke up early to, you know, take care of the cattle or, you know, the goats or what have you. And I have that energy in me and I’m, I’m grateful to have it, but at, at some points in my career, I’ve, I’ve, I’ve gotten pretty close to line I’ve, I’ve drawn myself pretty thin.


Tom Yonge (40:53):
And I think a few of your different people you’ve had, you know, I think Mark England and Brent Dixon have talked about the importance of, of staff collegiality and making sure you take time to get to talk to people. And so I’ll take a slightly different take though. I agreed with everything they said, I would say you’ve got to find an ally. My mentor one of my mentors and, and still good friends who I met through student, this Canadian Sioux leadership conference. But I also, so I worked with her briefly when I was a young young teacher, her name’s Stacy, maybe. And she was just a giant in, in leadership world when I was coming in. And I remember her saying that, trying to be like an advisor by yourself show that being an advisor, student advisor or leadership teacher in a care is challenging and doing it by yourself is almost impossible.


Tom Yonge (41:39):
Mm. And, but if you have at least one other person who you can brainstorm with, you can say, you can go in the back office and say, did you just see what I saw? And either it’s a celebration or it’s event, but it’s someone you trust and you can, you know, you know, you can create with. And so in my, my fir I’ve been at school now for 12 years. And my, my first, you know, five or five years, I was getting pretty tired and I was just, you know, it was hard. But I think this is the perfect way to end this Sam, when I went to my very first Canadian student leadership conference in, in Waterloo, not Waterloo Niagara and I was just a young was my first year at the school, after all the bill, all these billets, you know, come and pick up the kids and people who are listening, we’re talking about like 800, maybe sometimes like a thousand kids all get billed.


Tom Yonge (42:22):
After going to this conference, you know, you find a plane, you go to this amazing opening ceremonies, the energy so high, and then you get these kids get billed. And then the advisors get to go to their hotel and, and get to network and meet one another and shared their ideas. And I was left. Like my kids had left and I’m talking to Stacy, cuz we used to work together. We’re so surprised to see each other at this conference. And she has one delegate and her name’s Jane Grant and this poor kid is in, in, in grade 11 or 12. And she’s the only one who didn’t have a bill come pick her up. Mm-Hmm . And so I’m trying to get on her level and just, you know, like have fun. So I remember like making like, like these dumb seal sounds like I won’t make it now.


Tom Yonge (42:58):
Cause it’ll break you the eater drums of your audience. And we were singing the beach boys and we were just trying to like play name that tune and just try to keep her mind off the fact that she didn’t have anyone come pick her up while you know, the people ran to con sort, you know, try troubleshoot. Well long the story short, I got to know her through state AC over the course of the week. And she said she wanted to be a teacher. And at the time an elementary teacher, well, when we came back, I introduced her to one of my former students and, and now one of my best friends, Michael Schlegel melt, and I said, you guys need to meet like, you’re really good Sam trying to get people to connect. And this is one of those moments where I was like, Jane, you’re awesome, Mike, you are awesome.


Tom Yonge (43:34):
And Michael’s is the guy who would come back and staff, all my retreats and camping trips and stuff cause most other teachers didn’t want to. And so I always rely heavily on my alumni and Mike was just a year older or too older than, than her. And he was starting this thing called the Alberta mentorship program, which is basically a bunch of young kids who would come out and they, they helped school. They helped at other schools and they would offer their services to be that bridge between student and adult and do mentorship or just simply be the backbone of, you know, big retreat like, you know, bikeathon and different things and say we’ll stay up all night. We’re the ones who like doing that. We’ll do the Brun work. We’ll take the garbage and we’ll meet with your kids and we’ll hold sessions.


Tom Yonge (44:08):
And so Mike and Jane actually started this, this thing and it became like a nonprofit and many of my alumni who left my class, went through this. And so Jane and I got to stay in touch through her entire, you know, university. And so she already was working with my students as like a university student. And then when she finally graduated, we said, Hey, like, would you come work with work with SCON and run the leadership program with me? And, you know, at that point, just like I before at one point was like, I don’t know, do I wanna be an outdoor guide? Do I want to, you know, be a coach, she chose to leave her elementary training and become the leadership teacher with me. And that is the TSM turning point. That is when things really took off. And we had, I said, we’d reach small events where we’d only use, kind of get like, you know, you know, 50 kids to a hundred kids max to an school event in the early years, once she came, things took off.


Tom Yonge (44:55):
And, you know, the last few years when we ran our bikeathon, as I said, it’s like 1200 people plus alumni plus volunteer plus staff. Like it’s like the whole school like involved. And she’s you know, at one point I probably was her mentor and now I kind of feel that she’s mine and we’ve kind of, you know, switch spots. She’s incredibly hardworking, organized, creative. And I just I think having an ally, so back back to the back, then find your ally guys and gals, everybody like find your ally. And and, and for me, I was fortunate enough to, and I had to work though. And I had to like really like lean on the administration. And some of us living in small town, this, this, this advice doesn’t help you too much. So your ally might look different and maybe that’s someone at home, it’s someone in the community.


Tom Yonge (45:37):
Maybe it’s not a teacher like my ally before that was Mike who was just alumni became who became my friend. And he was the one who I, I, I knew I could take kids on trips cause they’d always come to me. These big ideas. I couldn’t ask my staff to do that, but I couldn ask Mike. So Mike was my ally until he went and got his, you know, multiple degrees and, you know, became a doctor and moved to Ottawa. But and then by by the time he could not give the time that he, he did Jane could. Mm. And at some point I’m sure her she’ll find other allies, I’ll find other allies, but iron sharpens iron. And I think all of like I’ve benefit, she’s benefiting and most important’s students have be benefited from our co-teaching.


Sam Demma (46:15):
There’s an awesome book, think and grow rich. And there’s a chapter on the mastermind and Napoleon Hill, the author basically says when two minds, you know, two humans talk to each other and brainstorm ideas, a third intangible mind is created because of the two coming together and that’s what you’re describing. It’s like your creativity will never out match two people talking together and brainstorming together. We all have blind spots and other people help us identify them and amplify each other’s creativity, which I think is so cool. Ending on that note. If someone wants to chat with you and bring two minds together who listened to this interview and thinks it was a phenomenal conversation, what would be the best way for them to reach out to you and, and have that conversation?


Tom Yonge (46:57):
Well, I’ll say this in, in just to be funny, but probably email Jane.brand. ATSB, DOTC be more organized than I am. And I hope you, Jane, I hope you listen to this sometimes because it’s true and you know it, and you’ll get a kick of this when you see me next. No, but my, my emails, tom.yonge@epsb.ca and as long as you don’t mind getting emails late at night, I tend to get the kids to, I got a four and six year old. I get the kids to bed and that’s when I get back on and do my schoolwork. So I usually reply late and if that’s okay then I’m always happy to connect. And as I said, Sam, it’s been such a pleasure listening to the different educators from all over the place that you brought on this podcast. I really miss the community of CSLC teachers. And so much of, of my growth and everything that I’ve done is a direct result of better mentorship. And so cycle continues.


Sam Demma (47:52):
I love it. And I heard the rumor that if you’re near the school on a night of a full moon, you might hear a Ooh


Tom Yonge (47:59):
Right. I’m no, no lone Wolf. I’m looking for the pack. So just join in.


Sam Demma (48:05):
I love it, Tom. Thanks so much for coming on.


Tom Yonge (48:06):
I really appreciate it. My pleasure, Sam, thanks so much. Take care.


Sam Demma (48:10):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating and review so other educators like yourself can find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network. You’ll have access to networking events throughout 2021 and other special opportunities. And I promise, I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Tom Yonge

The High Performing Educator Podcast was brought to life during the outbreak of COVID-19 to provide you with inspirational stories and practical advice from your colleagues in education.  By tuning in, you will hear the stories and ideas of the world’s brightest and most ambitious educators.  You can expect interviews with Principals, Teachers, Guidance Counsellors, National Student Association, Directors and anybody that works with youth. You can find and listen to all the episodes for free here.

Ian Howcroft – CEO of Skills Ontario

Ian Howcroft - CEO of Skills Ontario
About Ian Howcroft

Ian Howcroft (@IanSkillsON) is an action-oriented leader and decision-maker with a focus on customer needs and service. He is the CEO of skills Ontario and one who can lead a team and is able to build consensus to maximize and leverage the strengths of team members to the overall benefit of the organization. Ian has a strong background and interest in advocacy, government relations, public policy, legal/regulatory issues, administrative law, and human resources.

Connect with Ian: Email | Instagram | Linkedin | Twitter

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Skills Ontario Website

Volunteer Opportunities with Skills Ontario

Ontario College of Trades

Trillium Network for Advanced Manufacturing

Ontario Centre of Innovation

Hopin Event Software

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:00):
Welcome back to another episode on the High Performing Educator podcast. This is your host and youth speaker, Sam Demma. I had an amazing conversation months ago with Shelly Travis, who is the, the state president, the national director of skills USA, which is a career and technical skills student organization. And after the conversation ended, she gave me the name Ian Howcroft to follow up with and hopefully get him on the show as well.


Sam Demma (01:06):
Ian is the CEO or Chief Executive Officer of Skills Ontario, an organization dedicated to promoting skill trades and technology, careers to young people. We have a phenomenal conversation on how COVID affected their operations and what they’ve done to adjust and pivot. . You probably all hate that word by now, but we talk about how he’s pivoted his organization, how they’re continuing the work they’re doing and still making an impact on the lives of so many young people and students. I’ll see you on the other side of this interview, enjoy. Ian, thank you so much for coming on the high performing educator podcast. It is a huge pleasure and honor to have you on the show today. Why don’t you start by sharing a little bit about yourself and why you got into the work you do with young people today?


Ian Howcroft (01:53):
Well, thanks Sam, I appreciate the opportunity. I am with an organization called skills Ontario. We’ve been around for just over 30 years and our raise on debt is to promote skilled trades and technology careers to young people. I got interested in that from my former job at an organization called Canadian manufacturers and exporters. I was there for almost 30 years in a variety of capacities, but every year I was there, one of the top three priorities, and usually the number one priority was a skilled shortage. We’re not gonna have the skilled workers for the future. How can we make relationships with schools and other organizations to promote skilled trades? So I was always involved in that and I ended up on the board of skills Ontario. And when the opportunity came to take over as CEO I was contacted and thought this would be a good opportunity to talk about solutions and things that we can do to help move things forward and create a clearer pathway for young people to understand what the potential is, how they can follow their path of, of career aspirations and how we can do some linkages with business and better engage them and also wanted to do things to promote to young people, but also part of that was getting to their parents and getting to some other audiences because they have a huge impact and influence on their kids. And many of them don’t know what the real opportunities are with regard to a future in skilled trades or technology careers. They say go to university not knowing what the full opportunity is. So we’re trying to dispel some myths and create some realities about the positive aspect of a career in skilled trades and technology careers.


Sam Demma (03:21):
Did you know when you were working in manufacturing that one day you’d be in an organization running an organization like Skills Ontario did you plan to do this when you were younger or like when was the moment when it was like, whoa, I’m making this shift and I’m, I’m gonna make this pivot?


Ian Howcroft (03:38):
Well, I was I, I thought when I went to Canadian manufacturers, I would be there three to five years get some experience make some contacts and move on, but that organization afforded me a whole lot of opportunities to do a whole lot of different things from, from membership business development, policy work speaking dealing with a whole variety of manufacturing related issues, one of them and skills. So I ended up staying there for almost as I said, 30 years, but my role changed and the issues changed and my passion continued to grow. So I also realized at some point I did not want to retire from an organization that I started with. So I was keeping my eyes and ears open for opportunities that I had an interest in and passion for myself. So when this one came up, I thought this is something I should look at. And and, and I did thankfully and I’ve been there for about two and a half years now.


Sam Demma (04:29):
That’s awesome. So cool. And I’m sure the first year working there with working with skills, Ontario has a, has been a lot different than this current year.


Ian Howcroft (04:38):
Yes. Yes. And when I started there, I thought there’s huge challenges, always with challenges come opportunities. And we got things moving forward. We had a lot of staff changes. We were trying to do things a little differently. Last year we’re off to a great start. And then we experienced here in Ontario, the labor disputes for the teachers. I thought to myself, what could be more challenging? The teacher dispute for like skills Ontario, nothing could be more frustrating. Nothing could be more problematic than that, but I was proven wrong again, as we got into the pandemic in March and that just changed everything we could deal with the teacher strike. We would work around that, but the pandemic just caused us to go back to basics and say, what do we need to do? How can we do that? Given the restraints the constraints and the realities that we have to face knowing that the health and safety of, of students staff and everyone was the number one priority.


Sam Demma (05:30):
Hmm. I like how you said with every challenge though comes an opportunity. And I wanna focus on that for a second because what we focus on grows, what opportunities have you seen along with the challenges in co of it right now?


Ian Howcroft (05:43):
Well, I, I think we’re learning new and, and different ways to better engage our staff and, and our audiences. We’re not allowed to hold in person events right now, which is a challenge when you’re trying to promote skilled trades. You want to have that hands on experiential opportunity, but we can’t do that. So what we did was pivot and started offering everything online, virtually remotely tried to have an experiential component to that, so they could do it in the classroom or, or, or do it at home. But we were, I think being very, as I like to think innovative and creative is how, how can we make this a meaningful experience? How do we get the, the interaction there? So we were able to link in with with students and with parents when everyone is in lockdown at home, we came up with a skills at home program.


Ian Howcroft (06:27):
Here’s something that parents can can learn from and watch encourage their kids to take part in it. The first one was a, a rollercoaster challenge using materials. You could readily find at home, build a rollercoaster and see how long you, you keep a marble in the air for, or on the roller coaster for. So we started looking at how we can do things to continue to engage our audiences, to continue to engage our partners, and also work with our main partner, the, the government of Ontario to deliver what their message was, was there’s an important opportunity and we need skilled trade. We need technology people and this is an opportunity for, for skills on Ontario to really come in and, and fill that, that vacuum that was left when everything else was being shut down.


Sam Demma (07:07):
That’s awesome. A lot of people have told me recently that the state of education right now, or anyone who works in, in the educational industry is like throwing spaghetti against the wall and seeing what’s the, and,


Ian Howcroft (07:20):
And I, and I think, you know, we’re, we’re all trying different things. We’re all faced by the, the same challenge. So how do we, how do we do something that’s still gonna be impactful, still gonna create a learning environment for kids. And I know the, the teachers and the boards of education and the other partners involved are, are trying on to do everything they can to make it still a meaningful year for them. But it is a, it is a challenge, but I think as you said there’s creative ways to come up with new ideas and opportunities to, to address some of these challenges. One thing I’d just like to add is that with the remote delivery of our programs, we found out that that’s not something we’re gonna stop when the pandemic is over and we can go back to in person. We also think there’s still an important complimentary role to have remote delivery and virtual delivery. We’re able to engage everybody around the province. Whereas sometimes it might have been a geographic possibility for someone to attend an event or to come to a competition or to be in something that we’re doing a, the remote delivery allow us to engage them in a whole different way. So we’re gonna continue with that and use that as a complimentary program for for moving forward after the pandemic.


Sam Demma (08:29):
And it makes the presenter more easily and readily available. Like last week I did three presentations, one in Saskatchewan, one in New Jersey, one in Toronto, all from my bay. Like there’s no, you know, it’s, it’s from a delivery and an audience perspective. There’s so much possibilities in the virtual world. Tell me more about some of the things that have stuck. I love the skills at home, the, the challenge to build a roller coaster. What else have you experimented with as an organization over this time that has worked well so far?


Ian Howcroft (09:00):
Well, some of the things that we’re doing now we were talking about, but we moved forward a lot more quickly. We talked about having a podcast, but hadn’t yet done that. So this allowed us the opportunity to create the podcast. And one of our folks guy named Dan Cardinal put together a podcast. So we’re doing a podcast that we’re using to promote skilled trades and highlight individuals, highlight partners, highlight people that have gone through and become a, a skilled trades person and what they’ve done, how they overcame some challenges and are now leading a satisfying career and doing, doing really well. We, in the summer run something that we call our the summer camp program. We did about 25 camps around the province. They were in person weeklong camps. Couldn’t do that this year. So we said, if you wanna provide again, that opportunity for kids.


Ian Howcroft (09:46):
So we came up with 35 different camps and they were half day, full day or two day events. And we engaged twice. As many kids had over 800, approximately 800 kids involved in our summer camp program, which is almost twice what we would normally have and the results that we got, the evaluations we got were even more positive than what we’d had in the past. Now, our event, our, our evaluation in the past were very positive, but these ones were were even more positive because it allowed more kids to get involved in a whole variety of things and try things at home. Some were like tutorials, how to fix a bike, how to change a bike tire or, or a bike chain, but others were doing some, some cooking or baking at home. So we tried to make sure there, there was something there for everyone. So even when we go back to our in-person camps, we will have the complimentary virtual camps for those that can’t make it to a college, or can’t make it to one of our sites where we’re hosting an in-person camp. So it’s been a, a great experience in that regard. And we’re using that to, to learn by and move forward with. Oh,


Sam Demma (10:43):
Oh, that’s awesome. That’s really amazing. And, you know, despite the challenges, skills, Ontario has done an amazing job, it seems at, at pivoting. But I’m curious to know, are there any challenges that you have learned from cause we talked a lot about what what’s worked really well. But I think with any challenge, there’s great learnings. Like what is, what are some learnings that you think might be beneficial for other educators to hear about this new world?


Ian Howcroft (11:06):
Well, in, in general, I think what I’ve learned or had reconfirmed is don’t just go on assumptions. Mm-Hmm that, oh, that won’t work or this won’t work try things. And if it doesn’t work, adapt it, change it modify it, tailor it because if you just say, so that won’t work or that hasn’t worked before, I don’t think this will work. You’re gonna limit yourselves. Whereas if going with the more positive attitude and say, let’s let’s, what do we wanna do? Let, let’s try this. And if it’s not working or it’s not resonating with the audiences, partners make some, make some changes and, and don’t, don’t be afraid. This gave us an opportunity. Let’s try things. We we’re all in new territory here. So we don’t have to worry about, about failing. We everybody’s floundering.


Ian Howcroft (11:50):
So this, that gave us an opportunity to try things that perhaps we had talked about, but hadn’t done, but we’re able to move forward with, and, and we’re we’re as a, we have about 35 staff around the province now. And when we could get together, we did it a few times a year. But that was it. But now we’re, we’re getting together with, with teams, meetings or zoom meetings, and we’re engaging and trying to make sure we have no or, or fewer internal silos, so that we’re all leveraging what each other are doing, better understanding what each other are doing. So we may be farther apart physically, but I think we’re closer together a as teamed members and as colleagues within the organization. And I think that’s allowing us to do more and again, have more impact with our audiences, with the students, with the partners, with the educators.


Sam Demma (12:33):
That’s awesome. And I’m sure with the increased internal communications, you’re hearing a lot more about what the students want. What are you hearing as a whole organization from students right now? What is it that they’re, they’re asking you for? What are they challenged with specifically that, that you’ve heard of?


Ian Howcroft (12:50):
I think there’s a, a real appetite for information and how do I enter a skilled trade or technology career? And it’s much broader than many people think, you know, think they, they think of the traditional trades or traditional skills, but there’s like 152 skilled trades in Ontario. And we, we broader with, with technology. So we’re doing coding, we’re doing robotics mechatronics a whole lot of opportunities. So there’s a lot of interest in that, even though we’re having to do that remotely and doing the presentations virtually to the classrooms, there’s, there’s still an awful lot of interest in that. And we’re are going, we’re looking at how do we get the skills kits put together to give them that experiential opportunity at home? How do we make sure that they’re able to engage and get some experience with the limitations that have?


Ian Howcroft (12:50):
I think there’s a, a real appetite for information and how do I enter a skilled trade or technology career? And it’s much broader than many people think, you know, think they, they think of the traditional trades or traditional skills, but there’s like 152 skilled trades in Ontario. And we, we broader with, with technology. So we’re doing coding, we’re doing robotics mechatronics a whole lot of opportunities. So there’s a lot of interest in that, even though we’re having to do that remotely and doing the presentations virtually to the classrooms, there’s, there’s still an awful lot of interest in that. And we’re are going, we’re looking at how do we get the skills kits put together to give them that experiential opportunity at home? How do we make sure that they’re able to engage and get some experience with the limitations that have? So we, we still feel we have a very important role and there’s still an awful lot of interest.


Ian Howcroft (13:40):
And the Ontario government is highlighting the opportunities and skilled trades. So we’re working with our partners in business, our partners in labor, our partners in the education system to make sure that kids aren’t at a disadvantage because of the COVID limitations. We’re still able to provide them with the information to promote the skill trades and to give them information that that they can benefit from. When we were in, in, in the March and April timeframe, we tried to, well, what are the programs that we have? What are the products that we have? So let’s modify them so that we can put them available on our website or make them digitally we’ve updated some young women in, in trades. Our other programs that we have, we do first nations programming. So how do we make sure that we’re still offering relevant, impactful, and, and exciting events that will engage kids and provide an interactive experience for them?


Sam Demma (14:31):
Well, that’s awesome. That’s really cool. And you mentioned zoom calls and go Hangouts. What has been successful with virtual events? Is it doing a zoom webinar? Is it when all the students can see each other’s face on zoom? What has worked the best for you guys?


Ian Howcroft (14:48):
I, I think it depends on the event and we’re somewhat guided by what platform schools will allow. You know, Google hangout was one that I think the schools were, were using and we were getting into the, the classrooms that way. Yeah. We used WebEx for some of our larger events. We do when we have our normal competition, we have at, at the Toronto Congress center, we have about 2,400 hundred kids competing. We have almost 40,000 visitors. We hope the largest young women’s conference in Canada with 2000 participants, girls and young women and supporters, mentors, volunteers come out. So we had to gravitate towards the virtual delivery, but I was really pleased with our young women’s conference. We had about almost 1500 people sign on, lot more registered, but we have 1500 participants in our virtually young women’s conference.


Ian Howcroft (15:36):
We did a, a business summit. So we’re looking at the various platforms to continue to make sure that they’re continue to be more and more interactive and engaging for, for the participants as cuz we’re right now, we’re going to, we’re planning to do our competition virtually in the, in the spring we were won’t I don’t think be able to have in person events. And if we do, they’ll be smaller and have to modify that for the most part, we’ll be doing it virtually. So we’re looking at what’s the best platform to do that. What gives the kids the best opportunity to have an experience that they can have as meaningful, that they can win and be proud of their gold or silver or bronze medal. And how do we also use that to make sure our partners and our other supporters and volunteers are still engaged with us and realizing the value and benefits that they normally do through Skills Ontario.


Sam Demma (16:23):
Oh, that’s awesome. Really cool. There is a cool platform that was used recently with an event. I was a part of called hop in; might be worth checking out. They have like virtual booth. So a networking section where you meet one of’em with random people, there’s a main stage option, really cool stuff. And yeah, I’m sure you guys will probably build something in house and and build something really cool, but it might be worth, worth checking out. If anyone listening to this has been intrigued by any part of the conversation wants to connect with you, maybe ask some questions, bounce some ideas around, maybe they have some ideas for you. What would be the best way for another educator to reach out to you?


Ian Howcroft (17:00):
Well, I would refer everyone to our website. That has a lot of information about the programming that we’re doing. We have our Halloween spectacular skills experience based around some Halloween caution design pumpkin painting carving , a few other things around the Halloween theme. It’s all on our website as is all our other program information but that’s www.skillsontario.com. And I’m always encouraging people to reach out and contact me directly at ihowcroft@skillsontario.com. Contact information is on our website, but what we do is engage young people, engage parents, engage educators, labor and business. So we’re trying to do as much of that as we can. So I love hearing from students particularly, but I love hearing from our other partners and anyone else, that’s looking for some information about skills, promotion skills opportunities, and how they can work with Skills Ontario.


Ian Howcroft (17:51):
I just wanna point out that we have 35 staff, as I said, but we could not do what we do without our volunteers. And volunteerism is so important. We probably have up to a thousand volunteers that help us deliver our, our programming, our competitions, our contests. Again, right now we’re restricted to the virtual reality, but we look forward to engaging our volunteers in a variety of ways as we move forward, virtually as well. But also when we get back to doing our, our carbo boat races and the contest and the qualifying competitions, and again, we’ve also been able to offer a few new programs. We couldn’t do the car boat races, which have to take place at a pool and teams design it, but we’ve moved to an airplane glider contest that you can do it into schools could even do it at home if you had to. So we have a competition based on that. So there’s a lot of exciting things that are coming forward from this tragic COVID experience that we have to deal with.


Sam Demma (18:40):
Ian. That’s awesome. And thank you so much for sharing. There’s a lot of great ideas and insight coming outta this podcast. I’m sure a ton of people will, will be reaching out. Thanks again, for taking time to have this conversation, it’s been a real pleasure having you on the show.


Ian Howcroft (18:53):
Thanks, I’ve really appreciated the opportunity, Sam. Hopefully our paths will continue to cross.


Sam Demma (18:57):
And there you have it. Another amazing guest, an amazing interview on the High Performing Educator podcast. As always, if you enjoy these episodes, please consider leaving a rating in review so other educators like your find this content and benefit from it. And here’s an exclusive opportunity that I mentioned at the start of the show. If you wanna meet the guest on today’s episode, if you wanna meet any of the guests that we have interviewed, consider going to www.highperformingeducator.com and signing up to join the exclusive network. You’ll have access to networking events throughout 2021 and other special opportunities. And I promise I will not fill your inbox. Talk to you soon. I’ll see you on the next episode.

Join the Educator Network & Connect with Ian Howcroft

The High Performing Educator Podcast was brought to life during the outbreak of COVID-19 to provide you with inspirational stories and practical advice from your colleagues in education.  By tuning in, you will hear the stories and ideas of the world’s brightest and most ambitious educators.  You can expect interviews with Principals, Teachers, Guidance Counsellors, National Student Association, Directors and anybody that works with youth. You can find and listen to all the episodes for free here.

Dr. LouAnn Ross – Executive Director of Business Professionals America

Dr. LouAnn Ross – Executive Director of Business Professionals America
About Dr. LouAnn Ross

Dr. LouAnn Ross (@LouAnnRossi) has always been inspired by those who work relentlessly to make the world a better place for youth, and she is committed to the belief that all youth deserve the best that we as adults have to offer.

Throughout her career, she has led with an unyielding dedication and set of principles that have allowed her the opportunity to not only be successful, but to learn best practices, cultivate relationships, and expand her breadth of knowledge. She is a nationally recognized professional with extensive experience in organizational administration, board governance, and program management. This includes project management and evaluation, diversified fund development, board governance, corporate and community relations, and fiscal management. She has led the turnaround of two nonprofit organizations and the startup of another – all with great success.

Since joining Business Professionals of America in April of 2018 as the Executive Director/CEO, Dr. Ross has facilitated numerous leadership development training sessions with organization leaders, advisors, national officers and staff, and has performed an organizational audit to ensure that Business Professionals of America is positioned for success. Her goal for the organization is to inspire and prepare emerging student leaders to discover their passion and change the world by creating unmatched opportunities in learning, professional development and service; and she is committed to taking this ambitious vision to successful reality.

Dr. Ross holds a Bachelor’s degree in Public Administration from the University of Pittsburgh as well as a certificate in Nonprofit Management. She also holds a Master’s degree in Public Policy and Management (MPPM) from the University of Pittsburgh’s Graduate School of Public and International Affairs. Additionally, she holds a Master’s degree in Education (MAEd) from East Carolina University, and in June of this year, she completed her Doctorate in Leadership and Administration at Point Park University.

Dr. Ross is driven by a simple desire to do whatever she can to make the world a better place, and continually seeks ways to create that world for all children and youth.

Connect with Dr. Ross: Email | Linkedin | Twitter

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Business Professionals of America

BPA Alumni

Mr. Rogers, “Many Ways to Say I Love You”

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:00):
Welcome back to another episode of the High Performing Educator podcast. This is your host and youth speaker Sam Demma. Today’s guest is Dr. LouAnn Ross. She is the Executive Director and CEO for Business Professionals of America. She has always been inspired by people who do work that make the world a better place for youth, and she has committed her entire life to serving youth because she does. She believes that youth deserve the best that we as adults and everyone else have to offer throughout her career. She led as an unyielding dedication and set of principles that have allowed her the opportunity to not only be successful, but to also learn best practices, cultivate relationships, and expand her breadth of knowledge. She’s a nationally recognized professional with extensive experience in organizational administration, board governance and program management. This includes project management and evaluation, diversified fund development, board governance, corporate, and community relations and fiscal management.


Sam Demma (00:59):
She has led turnaround of two non-profit organizations and the startup of another with a great success. She joined BPA back in 2018. Dr. Ross also holds a Bachelor’s degree in Public Administration from the University of Pittsburgh, as well as a certificate in Nonprofit Management. She also has her Master’s in Public Policy and Management from the University of Pittsburgh Graduate School of Public and International Affairs. And she also holds a Master’s degree in Education from East Carolina University. And in June of this year, she completed her Doctorate in Leadership and Administration at Point Park University. Today’s interview is going to be phenomenal, and I hope you really enjoy it. Dr. LouAnn Ross has so much to offer, grab a pen and a paper, and I’ll see you on the other side, Dr. LouAnn, thank you so much for coming on the high-performing educator podcast today. It is a huge honor and pleasure to have you on the show. Why don’t you start by sharing with the audience a little bit about who you are and how you ended up doing the work with young people that you’re doing today?


Dr. LouAnn Ross (02:01):
Hi, I am LouAnn Ross and I am the Executive Director of Business Professionals of America. Business Professionals of America is a national career and technical student organization. We really focus on preparing students for business field, for for work in the business and marketing and it fields. It’s been around for about 53 years and I’ve been with the organization for about three years, really, you know, about 10 years ago, I decided that I really wanted to dedicate myself to students and education. And I felt like this, you know, going in that direction was really my life’s calling and I’ve been doing that ever since. And this is just one of those remarkable opportunities where you have an impact where you potentially have an impact on tens of thousands of students. And it’s really makes coming to work every day.


Sam Demma (02:48):
Tell me more about 10 years ago, there, there has to be more to that decision to veer off the beaten path and chart a new direction.


Dr. LouAnn Ross (03:00):
So I have been in the non-profit world for a very long time. You know, I have a very simple philosophy. I just want to make the world a better place. And so I had dedicated my career to the nonprofit sector, and I think, you know, there’s this own expression that says, you know, you spend the first part of your career seeking success and the second part of your career is seeking significance. Right? So I had, I had been working my way up through the non-profit sector and I was an executive leadership and I was doing a great job and I love my work. It’s always good when you have a good mission to do the good work. But I had a moment. I think it was when my kids were about to graduate from high school and all of a sudden the focus didn’t have to be on everything else around me, but instead the direction I was going.


Dr. LouAnn Ross (03:40):

And so, as I thought about the things that mattered to me the most, it gave me the most passion. I thought that really I wanted to work on behalf of students. I wanted to work on behalf of young people and I wanted to work on behalf of students. And so I did some bold things. I actually left executive leadership and I applied to and got accepted into teach for America, which I was the, I always make a joke that I was the only person there that wasn’t 24 and from Harvard I, or mid-level professional. And I just wanted to immerse myself. I knew there were things that I didn’t understand about education or teaching. And so while I was there, I got my Master’s in education. I taught for a few years. But when people looked at my resume, they just kept seeing this executive leadership and nobody could really see me in the classroom. So I thought, well, I’m gonna, I’m just gonna kind of pivot and I’m going to I’m going to work in leadership in education. And so here I am.


Sam Demma (04:33):
That’s so awesome. And you’ve been with a BPA for three years now. What are some of your happiest moments or proudest moments so far that the organization has been able to achieve or accomplish, or maybe even just some learnings?


Dr. LouAnn Ross (04:48):
Well, you know, learning is lifelong. You continue to learn even as you continue to lead and leading is learning and, and, and vice versa. So, but you know, when I started the organization, you know, you’re new in the organization, hadn’t done a strategic plan a little while. So the very first thing I did, and it just kind of jumped in where the listening and learning tour, but it was more like a SWOT analysis. And I met with, you know advisor from around the nation students from around the nation, our board, our state directors, our classroom advisors. And we have a national officer team, which is student leaders. And I met with each and every one of them. And I started out with the most important question. Why, why do we do what we do? Why do you do what you do?


Dr. LouAnn Ross (05:32):
What brings you to BPA and what keeps you at VPA? And I learned so much about that, but you know, the most important some, one student said to me and I haven’t had a little sticky cause I made everybody put their wives on a sticky and I keep those stickies for when the work kind of with the administrative work, bogs me down. And it said before BPA, I had no place in double purpose. And that’s just so that’s everything for, it’s a matter of fact, it’s now part of our tagline, our tagline is giving purpose to potential and that is student driven tagline, you know?


Sam Demma (06:04):
That’s awesome. Why do you do what you do? Why do you do work with young people?


Dr. LouAnn Ross (06:10):
So let’s, let’s begin at the beginning. Working with young people is an exercise in hope, right? It’s corny, but it’s true that, you know, it’s about students are about the future and making the difference in the life of the student is about changing their trajectory and hopefully changing the trajectory of the world. But I’m happy to be honest. I would say that I probably gained more from working with students and they gained from me in my role. I can spend a lot of time doing administrative tasks and when they get to hang out with the student members, when I get to talk with them, that’s the inspiration. That’s what keeps me going. So in the end, part of it is because I want to do my part to make the world a better place. The other part of it is I have to go to work every day and it’s really nice to be in a place where I’m inspired and I have.


Sam Demma (06:58):
Ah, I love that. And the place you’re in right now, I’m sure is a little bit different this year than it was two years ago or three years ago. When you initially started with the organization, what current challenges is BPA faced with and how have you been working to overcome them or already overcame some of them?


Dr. LouAnn Ross (07:15):
Well, yeah, and I think it’s a different place in, for every single person. And so, you know, if you think about it there are so many challenges that the COVID situation is taking on families on the economy, on schools, on students. So from our perspective, right students were alive and then they’re online and then they’re hybrid. And just when you get all settled in, everything changes again. So I keep thinking two things. I keep thinking that one, we’re all in a collective state of trauma. And I think that it’s been long and it’s been hard and it’s not over. And none of us know when it’s going to be over. And the sheer uncertainty of all of it just makes it so difficult to navigate through. And so part of my, you know, my, my overall philosophy of making the world a better place is also that you have to do what you can do.


Dr. LouAnn Ross (08:05):
So what can we do as BPA we’ve tried to reach out, we’ve tried to be a constant in the lives of our students to be there, to provide what students have become accustomed to, to give him some normality. But at the same time, how do we stay flexible and, you know, connect with people in the way we continue to try to strive to understand what the challenges are. So we’ve had conversations with our students. We’ve had conversations through a variety of methods with our classroom advisors. We’ve had conversations with our state leaders, just trying to figure out like staying connected, staying you know, it changes every day. So you just have to be nimble right now. You have to operate from a state of a place of grace and, and keep on keeping on.


Sam Demma (08:49):
Ah, I love that you sound and seem like someone who’s very principled and I know the organization the organization has, but you sound like you have some great guiding philosophies and principles as well. And I’m curious to know more about some of your personal principles around, you know, life and leadership. If any, come to mind that you think are worth sharing with other educators who are listening right now, we would love to hear some.


Dr. LouAnn Ross (09:13):
Well, I’d like to believe I’m principled. And I’d like to believe that those principles are aligned with my actions. And I think that’s really the most important thing, right? And I think about these things all the time, but I think, you know, leaving is learning and learning is leading. If you never quit learning. And the way that you learn is by listening. So I think that’s probably the single most important thing you can go. And the one thing that I would say, the one thing that I, I really believe that I believe, but learned wholeheartedly when I became an educator, is that you have to meet people where they are, you know, from a place of no judgment or a place of an open heart and open mind because what we don’t know about people and their circumstances, good, just about filling the grand canyon. And you can get the, you can bring the best to people and get the best from people. If, if you are in a place of open-minded.


Sam Demma (10:04):
I love that. That’s awesome. And when you were a student, we’re going to go back in time for a minute. Did you have an educator or an advisor in your life who pushed you in a certain direction or did your urge to work with students and to be in a leadership position, start to develop in yourself after your high school and university days?


Dr. LouAnn Ross (10:26):
Well, you know, so I’ve probably never really quick. I’m going to school. I have two master’s degrees and a doctorate, and I just keep going back and I’m actually thinking, I was just looking at some programs because I, I just love learning. So I grew up in poverty and I didn’t go to a school that had anything. I never took a science course. Until I went to high school, they just didn’t have access to that kind of thing. So I think more than, than anything, my desire to do all of this come from a place of not having more than having and, and trying to make sure that other people have those things that I didn’t have so that I could be a more positive impact.


Sam Demma (11:05):
I love that. It’s amazing. And in the topic of being that supporter or being that person for others, you mentioned that one sticky where the students said, BPA gives me purpose. Do you have any other examples? I know there’s probably thousands of examples of students who have been impacted by the work that your whole organization is doing. Is there any other story that comes to mind that you think might be worthwhile to share, to remind an educator, the power that they have over young people in the work that they’re doing? And you can change the student’s name if it’s a very personal story, just for privacy reasons, but does any specific story come to mind?


Dr. LouAnn Ross (11:43):
You know, so I have a specific service. I want to just tell you a general story is that we are an organization that’s 53 years old serving, you know, tens of thousands of students every year. And there’s lots and lots and lots of students. And we have a remarkable alumni core, and those are people who say without BPA, I’m not where I am without BPA. I don’t do what I’m doing. And so just this year, because of COVID because of the financial impact that we anticipated, students might experience our alumni core made up of all kinds of people that believe that BPA changed their lives started. I don’t want to get the name wrong. I’m sorry, the financial I went to look it up because I don’t want to get it wrong.


Sam Demma (12:36):
No, yea of course. So a bunch of alumni students started…They launched the national dude’s assistance program. Wow.


Dr. LouAnn Ross (12:38):
They launched the They have been collecting money, raising money, donating money, asking other people to donate money so that our students who otherwise cannot afford membership can still join. And because of that, we’ve had partners like the AACPA and stoking that have also donated money. And so now we have a fund that we’re a substantial number of students, and we’re going to roll it out. Actually this month are going to be able to, and that really is a testimony to the impact that BPA has had on us. The alumni is lives. Those students who we serve throughout the last 50 years and who without a second hesitation said, yes, this is what we want to do, because we believe that the BPA experience is so important that we want to do this.


Sam Demma (13:26):
Oh, I love that. That’s such a, that’s such a great success story of, you know, the students being impacted and then, you know, returning and, and helping out. Are they still actively very actively involved in the organization with events and conferences and whatnot?


Dr. LouAnn Ross (13:41):
Right. You know, we have a conference, well, we typically have a conference of, you know, 7,000 people or more. And it is, you know, we’re a small staff, we have a team of eight and you don’t hold a conference for 7,000 people. We’ve got a whole lot of volunteers. And most of those volunteers are, are former officers and lots of other folks like that are former alumni. I mean, they’re just wonderful. They comment in droves and they’re wonderful and they support the students. It’s, it’s really inspirational.


Sam Demma (14:11):
And that’s awesome. And if there’s an educator listening right now who’s in their initial years in education, maybe they just started teaching with all the wisdom that you’ve gained over the years that you’ve been teaching. What pieces of advice would you give your younger self or someone else who’s just getting into this amazing work?


Dr. LouAnn Ross (14:31):
I think I said it before I meet them where they are, you know, open heart, open mind. I, I don’t believe anybody comes to school, not really wanting to succeed the, the guard they might put up that it looks like they don’t, it’s just a guard for whatever reason everybody’s there because they want to do well. And if you approach that student with the belief that they want to do well, and that’s the relationship from the very beginning, you’re going to get the best out of them. And it’s the same with family members. I’ve heard people be fairly, I’ve heard educators be fairly critical with family members. And I would say that all parents want their kids to be the best they can be. And so if you truly approach every person that you deal with, knowing that everybody’s doing the best they can and supporting them where they are, you’re going to get the most from them. And you’re going to have a really successful and meaningful career.


Sam Demma (15:20):
That and there’s a little bookshelf behind you. No one can see it because they’re just listening through audio over your left-hand shoulder. What’s one of your favorite books? Do you have one that you could, you could point out or recommend?


Dr. LouAnn Ross (15:35):
Mr. Rogers, Many ways to say I love you.


Sam Demma (15:39):
I love that. That’s awesome. Very cool. Dr. LouAnn, thank you so much for coming and chatting with me on the podcast here today. I really appreciate you making the time. It’s been a great conversation. If someone wants to reach out and bounce some ideas around, or have a conversation or hear more about BPA, what would be the best way for them to do so?


Dr. LouAnn Ross (15:58):
I’m LouAnn Ross. I’m at Business Professionals of America, and this is really easy. My email is lross@bpa.org. And I would love to talk to anybody who has any questions about the work that we do, or the work that they’re doing and ways that we can work together to make the world a better place.


Sam Demma (16:13):

Awesome. Thank you so much. And I’ll talk to you soon.


Dr. LouAnn Ross (16:16):
Sam. It was a pleasure. Thanks so much.


Sam Demma (16:18):
And you have it, the full interview with Dr. LouAnn Ross. I hope you took notes. I hope you feel inspired. I hope you feel energized and motivated and just ready to continue tackling your job in education. There are so many challenges right now, but that means there’s also so many opportunities and like Dr. LouAnn Ross, let’s try our best to take advantage of those opportunities and see the best in things. And remember why we initially got into this work in the first place. Anyways, I’ll see you on the next episode. If you are someone who is enjoying this content, consider leaving a rating and review or reaching out at info@samdemma.com. So we can get your inspiring insights and stories on the podcast as well. Talk to you soon. Bye.

Join the Educator Network & Connect with Dr. LouAnn Ross

The High Performing Educator Podcast was brought to life during the outbreak of COVID-19 to provide you with inspirational stories and practical advice from your colleagues in education.  By tuning in, you will hear the stories and ideas of the world’s brightest and most ambitious educators.  You can expect interviews with Principals, Teachers, Guidance Counsellors, National Student Association, Directors and anybody that works with youth. You can find and listen to all the episodes for free here.

Maddie Campbell – Canadian Student Leadership Association Operations Coordinator

Maddie Campbell - Canadian Student Leadership Association Operations Coordinator
About Maddie Campbell

Maddie Campbell (@maddiecamps) is a life-long student leader and learner who found a way to turn her love of activities, organizing and community impact into a career. Born and raised in the Waterloo Region, Maddie has been connected to her community from day one, particularly through sports and various charitable organizations. Choosing to stay close to her community, Maddie attended the University of Waterloo and holds a Bachelor of Arts in Recreation and Sport Business (2019). Along her student leadership journey, Maddie has served as a Co-Prime Minister at her high school, V.P. of Internal Affairs for the University of Waterloo’s Applied Health Sciences Undergraduate Members (AHSUM), Logistics Coordinator for Applied Health Sciences Orientation Week and various event coordinating roles in between.

Maddie is the current Operations Coordinator for the Canadian Student Leadership Association, a national not-for-profit organization that provides leadership resources, programs and opportunities for youth leaders across Canada, including the Canadian Student Leadership Conference (CSLC). Before joining CSLA as a staff member, Maddie was a member of the organizing committee for the 2017 Canadian Student Leadership Conference hosted in Waterloo. As the only full-time staff person for CSLA, Maddie’s journey has come full circle as she attended CSLC 2013 (Montague, PEI) as a student leader and representative for her school.

Maddie can be described as someone who always has a smile on their face, a coffee in hand and her fanny pack nearby. In her spare time, you’ll likely find Maddie at a hockey arena cheering on her favourite team or on the bench as a minor hockey trainer.

Connect with Maddie: Email | Instagram | Twitter

Listen Now

Listen to the episode now on Apple Podcasts, Spotify, or on your favourite podcast platform.

Resources Mentioned

Canadian Student Leadership Association (CSLA)

Canadian Student Leadership Conference (CSLC)

Flush Away Cancer Fundraiser

Sir John A. Macdonald Secondary School

University of Waterloo’s Applied Health Sciences Undergraduate Members (AHSUM)

The Transcript

**Please note that all of our transcriptions come from rev.com and are 80% accurate. We’re grateful for the robots that make this possible and realize that it’s not a perfect process.

Sam Demma (00:00):
Welcome back to another episode of the high performing educator podcast. This is your host and youth speaker, Sam Demma. In today’s episode, we are showcasing another high-performing educator, Maddie Campbell. She is a graduate of the university of Waterloo. She studied recreation and sport business, and she currently works with the Canadian student leadership association. She has a huge passion for events, sports, student leadership, and community impact, which is all so evident from today’s episode. She is skilled in sponsorship, communications, planning, event planning, community outreach and event management. And in today’s episode, we talk about the teachers and educators in her life that impacted her what it means to be a leader and how you as a teacher can apply those same lessons to your own students. This is a huge pleasure and honor to have interviewed Maddie. She is doing amazing work with Dave and everyone from the Canadian Student Leadership Association. And I hope you enjoyed this episode as much as I enjoyed recording it. I’ll see you on the other side, Maddie. Welcome to the high performing educators podcast. I’m super excited to have you here. We’ve met a couple times in person and virtually, and it’s great to have you.


Maddie Campbell (01:14):
Thank you so much for having me


Sam Demma (01:16):
Do me a quick favor. I can definitely intro you, but I would love for you to explain to our audience who you are, what you do and what got you started with the work that you do with youth.


Maddie Campbell (01:28):
Well, so my name is Maddie Campbell and I am a recent university grad. But before then I was a lifelong student leader. I am the operations coordinator for the Canadian student leadership association, which is a fancy word for saying, I have a lot of hats and they do a lot of things. So everything from our programming to some more day-to-day things trying to come up with new ideas on social media. I am often behind the scenes on a lot of those things, how I got started in my role and in student leadership, like I said, I’m a lifelong student leader when I was in high school. I’m from Waterloo, Ontario and went to Sir John A McDonald secondary school. I joined our Confederation program at the end of my grade 10 year. So going into grade 11, took our leadership class and then ran for co prime minister and became co prime minister of my school in grade 12.


Maddie Campbell (02:24):
And from there, I had the opportunity to go to the CSLC, which is the Canadian student leadership conference, which is our main event per CSLA. So that’s really where it started. And then as I got through university, it was found found it difficult to find my place in school. And in extracurriculars, there are people who are lifelong athletes and artists and all that kind of stuff. And I was interested in a lot of it, but I wasn’t a professional. But student leadership always felt like home and event planning and community building. And I grew in a house like that. And so started to volunteer a little bit more and got lucky enough that CSLC was going to be hosted at my high school S jam in 2017. So two years before that, I said, Hey, like I want to volunteer. I want to do something. It actually turned into a co-op job for me for over a year. And then after that CSLA was looking for some help and they said, Hey, what are you doing? And we started working from there and it turned into a full-time job when I graduated the university. So that’s what got me here. It’s just a whole lot of leadership events stacked together. But got me, my, my job in student leadership.


Sam Demma (03:40):
That’s amazing. I’m curious to know when you were back in high school and this isn’t too, too long ago for you, maybe for Dave Conklin or someone else, it was, but you can, you can think back when you were in high school, did you have some teachers or educators in your life that made a huge impact on you? Like literally when I asked this question, what names pop in your mind? And I’m curious to know what it was that those educators or teachers did for you that made all the difference.


Maddie Campbell (04:06):
So there’s Def there’s a few there’s three. The first I would say is Sandy Miller. So he’s now a vice principal in the school board, but he was my leadership teacher in grade 12. And I learned so much from him and I can’t even describe all of the things. But he is a huge mentor for me. He believed in what I could do as a student leader. And then further beyond when I was out of high school and what I loved about Sandy and the way he taught us was he treated us like adults. There was never an opportunity for you to kind of like hide behind a bigger person or a bigger leader. He always saw the potential in everyone. And he would, if you were sitting behind the scenes, he’d say go do something. And he would get people moving and motivated.


Maddie Campbell (04:54):
And he always saw the bigger picture of what we could be and what we could do. So Sandy, for sure. He is someone who I still connect with regularly about my job and what I’m doing and leadership and what he’s doing. And I think he misses the leadership teaching side of things as an administrator, my other leadership teacher in high school Greg Todd unreal. He came over to our school the same time that I started in the leadership program. So he actually joined our leadership retreat where as at the integrates Penn, he was coming in to teach for grade 11 and no one had met him yet. So he was like the new kid in town. I was sort of starting leadership late. A lot of grade tens will take it in grade 11 and I was in 11 taking it in 11.


Maddie Campbell (05:41):
And so we met at this retreat and we really connected and then I ended up being in his class. So just kind of my leadership base. And then I had a really awesome coach in high school. Her name is Lori Montgomery, and she is the most energetic person you’ll ever meet. She’s a kick-butt coach. And by that, I mean she rocks Angela also kick your butt to make you do what you need to do. And she was just an excellent leader on and off the field. She made sure that people were paying attention at all times. And that it wasn’t just about where you watching the game. It was where you watching the skill. Were you watching the practice? Were you listening to everything and doing those next steps? So all of those people, I still talk to pretty regularly especially when I can go into visit at the school. But those are three teachers who really impacted me in high school.


Sam Demma (06:36):
That’s amazing and very diverse. We have a coach and then two leadership teachers. And you, you remembered their names as if you hadn’t forgotten for the moment, which is phenomenal for me, there’s a teacher named Mike loud foot. That just sticks in my mind. Whenever someone asks me the same question. And if there’s anything you took from the way they taught you and you try and embody it in your own teaching and your own work with youth today, what would like one thing be?


Maddie Campbell (07:04):
I think all three of them just had this characteristic of never being afraid. So never be afraid to take that next step or to try something. Oftentimes when I think of those people, I think of just go do it and ask for forgiveness later. Don’t if it’s something that you aren’t sure, but it needs to get done, go do it make, make the right choice. Like they had the faith in us as students to do the right thing which was huge. And then we then were able to have that faith in ourselves that we knew how to make those big decisions. So if I could say anything and trust your gut and just go do it. And that was how they led us. And I think it’s a huge part of my leadership now.


Sam Demma (07:50):
That’s so awesome. The reason I ask is because so many educators right now are afraid and burnt out and not sure what to do and what’s going on. There’s so many challenges being presented to everyone in education, including yourself and everyone from CSLA because of COVID-19. What are some things that you think an educator should be focused on right now? To overcome these challenges?


Maddie Campbell (08:14):
It’s so different. Like today, as we’ve talked, like I should be at CSLC right now, which is our national conference was supposed to start today. We be getting ready for our opening ceremonies. And I think that if anything, I just hope that teachers can remember that this isn’t forever. It seems like it. I, I get that. I feel like we’ve been in this for so long and now it just looks longer and longer. But the bottom line is your kids are still your kids and your students are still the people that they would have been this year, but how do we adjust for them? They still have that spirit. They still have that hunger to learn about leadership and about everything else going on in their school. And yeah, the world has changed, but they’re seeing that too. It’s not just you experiencing that change, it’s your students. So how can you change together? How can you have a conversation about what works for you and them and what are, what are their goals? What were their goals before COVID in their school situation? How do you make those happen? Because I bet you, there’s a way it’s going to be a lot different and a lot of outside the box thinking, but there’s a way and we’re getting there.


Sam Demma (09:28):
That’s awesome. And you mentioned CSLC, I was watching the video on the front page of your new website, the recap promo video. I think it’s from a few years ago, got me super pumped up. Those conferences, change lives, change students’ lives. The speakers come, they change students’ lives. Can you share with us a story of a student who might’ve been directly impacted by something you did or something someone did at a conference and you got to witness it firsthand. And for privacy sake, you don’t have to share the name of the student, or you can just change it. But I’m really curious to know. I think it’s those stories when we tell them from a place of just vulnerability and honesty, that it really inspires educators to remember why they do what they do and to remind them why it’s so important.


Maddie Campbell (10:14):
So I actually talked to a student yesterday for a totally separate project. And I said, I think you went to CSLC and my mistake. And she’s like, Nope, I was there. I’m actually from like where CSLC was happening. So it was close by, but instead of being a delegate, I got asked to be like a, a spirit leader. And so she was very hesitant about that. Would it change her experience, which you still get the same thing out of it? And since then CSLC has just propelled her to think outside the box and do so many more things. So starting her own initiatives for her community applying for individual grants to support projects in her community, she just had this, a list of things she’s like, oh, can I tell you about this? And then we would keep talking to them, oh, I forgot about this.


Maddie Campbell (11:04):
I got to tell you this. And so to see less than a year’s impact on a student who is now in grade 11 and still has two more years of high school left, that’s huge for them to already be doing all these things, being so passionate about them. And that started at CSLC was the first experience that that student had. And since then they’ve looked for other opportunities and how they can grow and make an impact. And I think that was really reflective of the message that students got at CSLC last year, but at every year


Sam Demma (11:39):
That’s amazing and a big part of the celebrations and the conferences are the speakers you bring in. I’m sure you’ve sat in on dozens upon dozens upon dozens, upon dozens of speeches by speakers. I’m curious to know there’s educators listening who want to bring more inspirational messages into their school. How do they choose someone that’s a good fit? What do you think some of the most important attributes or characteristics of a good presenter and speaker?


Maddie Campbell (12:05):
I think you definitely need to know your student audience to start. So what are your students looking for or what point in their leadership journey are your students at? Are they your first time students who you’re at your first leadership retreat or your first meeting, and you’re trying to get them bought into this whole concept of leadership, or are they a grade 11 or 12 student who’s now moving further into their education career or they’re moving into a job or whatever it takes them on their path after high school, how do you prepare them for that next stage in life? And so I think knowing what your students need is important to get back from a speaker, we are so lucky that the students that we get to work with and the Canadian speakers that we work with, they mesh so easily on so many different levels. I think that when we bring Canadian stories to Canadian students, there’s a real connect there. It’s so relatable. All of our speakers have been in these students’ shoes. And I think that also is a really big benefit. So bringing someone who even is from your province or territory, who kind of knows the ground, knows the area to work with your students, I think is really cool. If you can have that relatability.


Sam Demma (13:23):
That’s awesome. That’s really cool. And is there any speaker who you’ve seen at various conferences that sticks out to you as like, wow, that was amazing. Maybe someone you saw in the past at CSLC or who is someone who you kind of really resonated with and why?


Maddie Campbell (13:37):
So the first, not the first, one of the first speakers I ever saw as a student with Ian Tyson and Ian came to our leadership retreat when I was in, at the end of my grade 10 year and I was just blown away. I was like, oh my gosh, like, yeah, I need that energy all the time. Like that was just great. And like I said, he’s Canadian speaker. He could connect with our group of students because he knew exactly what our leadership program was built on and what we were trying to do. And I had seen speakers from the states or, or elsewhere in the world before that. And it just didn’t have the same impact, you know, that they’re telling a story, but you also know that the school culture and climate is so much different in America than it, than it can be in Canada and specifically Ontario. So Ian was someone who stood out to me and then in my grade, 12 year, he presented at CSLC. And so I signed up for that workshop and that was like, hi, I saw you like here. And then and now we kind of get to work together on different projects. So it’s come full circle for me. But Ian is for sure a standard speaker for me and, and my path in leadership, but I think for a lot of students


Sam Demma (14:48):
Yeah, that’s amazing. And you mentioned earlier that, you know, you ever first a attendee of these conferences and now you’re working for the company, which is awesome. And a lot of your work is putting on multiple hats, doing tons of different jobs. I’m curious to know with all the different ideas you’re posting on the blog and sharing on social media, what ideas about increasing virtual engagement or increasing student engagement right now have piqued your interest or you think are worth sharing with other educators?


Maddie Campbell (15:18):
I think for the most part, what we’re trying to do, and it’s, it’s nothing precise, but I think we’re trying to throw a lot of mud at the wall and see what sticks and go from there. It’s such a different year for us. Like I said, we’re supposed to be at CSLC right now. And I would say over 50% of my portfolio is running in-person events. And so now to transition that to, okay, how do we just share these ideas so that students have that resource to do more in their school? It’s a huge challenge. So we are working with teachers who we’ve worked with for years and years and saying, Hey, like, have you tried this in your classroom? Or are you thinking about trying this in your classroom? If so, can you write it up for us, send us a picture and we’ll put it on the blog.


Maddie Campbell (16:02):
If it works, it works. If it doesn’t, it doesn’t. But we were so lucky, especially having Dave who has been doing this for so, so long, he went back into the archives of newsletters and he pulled activities and ideas and events, and he has in his own headset. Okay. Like, how do we make this work for COVID? How do we make it work for virtual? How do we make it work at a distance? So that from the blog perspective, we’re just, we’re just throwing everything up that we can find. And hopefully it’ll benefit someone from a social media standpoint. We have pretty curated schedule. We try and mix in some light stuff with some heavier stuff. In terms of we do like a wisdom Wednesday. So we work Brad Dixon, who is our social media person. He’s a teacher in Calgary.


Maddie Campbell (16:53):
He will find an article in a picture to go with it and he’ll share it and say like, this is great. Here’s some key points read this article might you might learn something you might not. But then we also share like motivational quotes. We repost things that other schools are doing. So kind of like the blog, but on a social media point, if something happened across Canada this week, we’ll go find it. And on Friday we’ll repost it. I think those get a pretty good uptake. And then we’re also taking words, ideas from students. So if students are connecting with us saying, Hey, like we’re running this in our school, can you share it? Absolutely. if students have their own initiatives that they’re running like that student, I was talking about, who I actually spoke to yesterday, they DMD us on Instagram and told us all about their new initiative. And I said, yep, like, that’s great. We’re here to promote what students are doing. Especially students who are taking the initiative to reach out and say, oh my gosh, I’m doing something so awesome. Please share it. And we have that platform to get it all across Canada.


Sam Demma (17:58):
That’s awesome. Yeah. I love that. And Dave was telling me about some ideas on a previous episode in relation to shoe boxes and the shoe box parade. I don’t know if you heard about that one. He was telling me some really interesting out there ideas that I thought were really cool, but if any ideas stuck out in your mind, I’d love to hear them. I don’t know if you have one that pops to mind.


Maddie Campbell (18:21):
The, one of my favorite ideas that we featured in a newsletter, I want to say three years ago. I believe it was out of Kindersley, Saskatchewan, and they did this fundraiser where they went to their local dump and they picked up old toilets and they repainted them and then they would just drop them on people’s front lawns. And so this campaign was called flush away cancer, and you had to pay money, donate money to their campaign, to get the toilet taken off your lawn. So you could pay $50 to get it taken off and then, or you could pay a hundred dollars and then go put it on someone else’s lawn. And I think when I think about that, and I think about what’s happening now kind of weird, but it would totally work in a pandemic situation. You’re outside, you’re far away. You don’t really have to be near someone or sick closer than six feet away from someone you can handle your donations online. But that was one of the first activities I, I remember reading about in our newsletter when I got more involved in the association and it just stuck. I thought it was so funny and so impactful. And they raised a lot of money when they did it.


Sam Demma (19:34):
That’s a brilliant idea. No, no idea is a bad idea also is can lead to amazing things. I think that’s a general theme. Whenever I asked that question with these interviews a more internal question for yourself, what keeps you motivated? Things are difficult. They’re different right now. Like you said, a lot of your portfolio is about in-person events. The first couple of weeks back in March, the week of March 13th, you were probably in need of a toilet, you know, like, like, oh my God, what am I supposed to do here? And everyone’s just going crazy. You fill in the blank and I’m curious to know what keeps you going? Is there an impact that you have that you’ve seen that you had on other people that just reminds you why you do what you do? A lot of educators and people who work in education might be burnt out right now?


Maddie Campbell (20:23):
I definitely feel the burnout every once in a while when it comes to programming in a normal year. So like after a CSLC, I’m like Kim I’m done for, for four or five days and by day five, I normally get a cold. And then I’m really down and out. So this has been different in terms of being at home and not seeing a lot of people as I, it is for everybody. What keeps motivated is how much freedom I have in my role. So yes, there are things that need to get done every day or every week. Yes, we have priorities for the year. We have to figure out what programs are replacing. CSLC how we’re going to make horizon leadership conferences happen this year. We pivoted in COVID pretty quickly to develop an online program, but in between all that, I also have the ability to say, Hey, let’s try this, or let’s do this.


Maddie Campbell (21:16):
The, the fact that I have that space to be creative in my role is what keeps me motivated because I’ll have a day where a light bulb will go off and I’ll text Dave frantically and say, Hey, like, what about this? Like, can we try this? What do you think about this? And he’ll, he’ll just fill me and he’d be like, oh, the light bulbs are on, like, the gears are turning today. And I’m like, yes. And so those moments, those light bulb moments, keep me going in what we’re doing. And then when we can come full circle and maybe the light bulbs actually been screwed in somewhere, that’s what makes it worth it. So when I go back in my notes and I’m, I’m preparing for a meeting right now, and I went through the agenda of our meeting in may. So this is two months after things really kind of went to a halt. And just our notes on talking about the development of our student leadership certification program. We basically presented a bare bones idea in may. And we said, level one of this four level program, we have a draft ready, but it was not ready yet. And today we have all four levels ready and done and out to the world and over a hundred students enrolled in the program. So to see stuff comes full circle, like that is what keeps me going.


Sam Demma (22:32):
That’s awesome. That’s so cool. And if any educator is listening right now and they just want to reach out, have a conversation, bounce, some ideas around where can they reach out to you, Maddie?


Maddie Campbell (22:44):
The easiest way to get ahold of me is my email which is mcampbell@studentleadership.ca. But you can also reach out to us through our Instagram page, which is @canadianstudentleaders. There’s a few of us who are monitoring that, but for the most part, I think I’m the one who answers the messages on a regular basis. It’s kind of my responsibility because we have a teacher who’s in that role as well. So while they’re busy teaching, I can take the wheel on the social media side of things. So if you send us a message on there, we’ll definitely get connected and figure out the best way to have a chat from there.


Sam Demma (23:23):
Awesome. Matt, it’s been a huge pleasure. Thank you so much for coming on the High Performing Educators show.

Maddie Campbell (23:28):
Appreciated. Thank you for having me


Sam Demma (23:31):
There. You have it, the full interview with Maddie Campbell. I hope you enjoyed it and took some notes. There was so much to take away from this amazing interview. Maddie had so much to offer and as always, if you are an educator who was enjoying these interviews and you personally have something to share with your fellow colleagues and other educators, please shoot me an email at info@samdemma.com so we can get your insights and ideas on the podcast for everyone to hear and use. And if you know somebody who might be a good fit as a guest, please also email me and nominate them to come on the show because we’re always looking for more amazing educators to talk to. Anyways, I’ll see you on the next episode. Talk soon.

Join the Educator Network & Connect with Maddie Campbell

The High Performing Educator Podcast was brought to life during the outbreak of COVID-19 to provide you with inspirational stories and practical advice from your colleagues in education.  By tuning in, you will hear the stories and ideas of the world’s brightest and most ambitious educators.  You can expect interviews with Principals, Teachers, Guidance Counsellors, National Student Association, Directors and anybody that works with youth. You can find and listen to all the episodes for free here.